Browsing by Author "Wang, Yurou"
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Item Academic performance under COVID-19: The role of online learning readiness and emotional competence(Springer, 2022) Wang, Yurou; Xia, Mengya; Guo, Wenjing; Xu, Fangjie; Zhao, Yadan; University of Alabama Tuscaloosa; Beijing Normal UniversityThe COVID-19 pandemic caused school closures and social isolation, which created both learning and emotional challenges for adolescents. Schools worked hard to move classes online, but less attention was paid to whether students were cognitively and emotionally ready to learn effectively in a virtual environment. This study focused on online learning readiness and emotional competence as key constructs to investigate their implications for students' academic performance during the COVID-19 period. Two groups of students participated in this study, with 1,316 high school students (Mean age = 16.32, SD = 0.63) representing adolescents and 668 college students (Mean age = 20.20, SD = 1.43) representing young adults. Structural equation modeling was conducted to explore the associations among online learning readiness, emotional competence, and online academic performance during COVID-19 after controlling for pre-COVID-19 academic performance. The results showed that, for high school students, both online learning readiness and emotional competence were positively associated with online academic performance during COVID-19. However, for college students, only online learning readiness showed a significant positive relationship with online academic performance during COVID-19. These results demonstrated that being ready to study online and having high emotional competence could make adolescents more resilient toward COVID-19-related challenges and help them learn more effectively online. This study also highlighted different patterns of associations among cognitive factors, emotional factors, and online academic performance during COVID-19 in adolescence and young adulthood. Developmental implications were also discussed.Item Effects of Compounded Nonnormality of Residuals in Hierarchical Linear Modeling(Sage, 2022) Man, Kaiwen; Schumacker, Randall; Morell, Monica; Wang, Yurou; University of Alabama Tuscaloosa; US Food & Drug Administration (FDA)While hierarchical linear modeling is often used in social science research, the assumption of normally distributed residuals at the individual and cluster levels can be violated in empirical data. Previous studies have focused on the effects of nonnormality at either lower or higher level(s) separately. However, the violation of the normality assumption simultaneously across all levels could bias parameter estimates in unforeseen ways. This article aims to raise awareness of the drawbacks associated with compounded nonnormality residuals across levels when the number of clusters range from small to large. The effects of the breach of the normality assumption at both individual and cluster levels were explored. A simulation study was conducted to evaluate the relative bias and the root mean square of the model parameter estimates by manipulating the normality of the data. The results indicate that nonnormal residuals have a larger impact on the random effects than fixed effects, especially when the number of clusters and cluster size are small. In addition, for a simple random-effects structure, the use of restricted maximum likelihood estimation is recommended to improve parameter estimates when compounded residuals across levels show moderate nonnormality, with a combination of small number of clusters and a large cluster size.Item Exploring the Relationship Between Teacher Efficacy and Teacher Burnout in Special Education Teachers: a Mixed Methods Study(University of Alabama Libraries, 2025) Crigler, Blair; Petrovic, JohnBurnout has been a serious concern for teachers across disciplinary fields, impacting their well-being, job satisfaction, and retention rates, with particularly heightened risks in high-stress environments such as special education due to increased emotional demands, resource limitations, and complex student needs. This study used an explanatory-sequential mixed-methods approach to examine the relationship between teacher efficacy and burnout among special education teachers. Quantitative data were collected from 200 participants utilizing the Teachers’ Sense of Efficacy Scale (TSES) and the Maslach Burnout Inventory (MBI). Pearson correlation analyses indicated that the overall teacher efficacy score did not significantly predict burnout; however, subscale analyses revealed a significant negative correlation between efficacy in student engagement and burnout and an unexpected positive association between classroom management efficacy and burnout. Semi-structured interviews were conducted with 10 special education teachers to contextualize these findings further (Guest et al., 2006). A thematic analysis of the interview transcripts identified key themes, including the emotional toll of teaching, challenges in classroom management, the influence of support systems, and the role of intrinsic motivation in mitigating burnout. The qualitative insights complemented the quantitative results, suggesting that teacher efficacy is a multidimensional construct with domain-specific effects on burnout. These findings underscore the need for targeted interventions and systemic changes to enhance teacher support, professional development, and classroom management strategies, thereby improving teacher well-being and retention.Keywords: teacher efficacy, burnout, mixed-methods, classroom management, special education, teacher well-being.Item Models-Based Reflection in Physical Education: a Multidimensional Approach(University of Alabama Libraries, 2025) Lee, Wonhee; Curtner-Smith, Matthew; Sinelnikov, OlegThe purpose of this research was to develop the Multidimensional Model of Teacher Reflection and to apply it to empirical cases to examine how models-based practice influences teachers' reflection. A qualitative research approach was employed with reflective writings serving as the primary data source.The first paper conceptualized a new framework by analyzing twelve existing reflection frameworks within the physical education literature. This analysis led to the development of four interrelated dimensions—cognitive depth, evaluative stance, agency, and foci—designed to capture the complex nature of teacher reflection.The second study investigated the characteristics of preservice teachers' reflections during a 12-lesson Sport Education unit. Critical incident reports were the primary data source and were analyzed using the Multidimensional Model. Findings indicated that reflections focused on the model, students, content, and the teacher. Most reflections were descriptive and often expressed satisfaction. The Sport Education model served as a guidepost for reflection, and possible sequences of reflective progression were identified.The third study examined the reflective practices of three experienced teachers who had long implemented the Hanaro Teaching model. Weekly reflective notes were analyzed using the same model. Reflections focused on teacher leadership, the model, students, and the subject. Findings revealed high levels of analytical reflection and a tendency to identify problems. The model's influence was evident across broader instructional domains.This research demonstrates the applicability of the Multidimensional Model in examining the nature of teacher reflection. The findings strongly suggest its utility in teacher education and call for further research comparing instructional models and diverse teacher profiles.Item An Online Experiment During COVID-19: Testing the Influences of Autonomy Support Toward Emotions and Academic Persistence(Frontiers, 2021) Wang, Yurou; Zhang, Jihong; Lee, Halim; University of Alabama Tuscaloosa; University of IowaStudents' academic persistence is a critical component of effective online learning. Promoting students' academic persistence could potentially alleviate learning loss or drop-out, especially during challenging time like the COVID-19 pandemic. Previous research indicated that different emotions and autonomy support could all influence students' academic persistence. However, few studies examined the multidimensionality of persistence using an experimental design with students' real-time emotions. Using an experimental design and the Contain Intelligent Facial Expression Recognition System (CIFERS), this research explored the dynamic associations among real-time emotions (joy and anxiety), autonomy support (having choice and no choice), self-perceived persistence, self-reliance persistence, and help-seeking persistence. 177 college students participated in this study online via Zoom during COVID-19 university closure. The results revealed that having choice and high intensity of joy could promote students' self-reliance persistence, but not help-seeking persistence. Interestingly, students who perceived themselves as more persistent experienced more joy during experiment. The theoretical and practical implications on facilitating students' academic persistence were discussed.Item The Perceived Role of Academic Social Comparisons on Achievement Emotions and Self-Regulated Learning in Higher Education(University of Alabama Libraries, 2024) Peters, Candace Suzon Bryant; Han, HyeminLeveraging Pekrun's (2006) control-value theory and Festinger's (1954) social comparison theory, I explored college students' experiences with academic social comparisons (real or perceived) specifically as they relate to achievement emotions (i.e., anxiety, pride) and self-regulated learning strategies (i.e., time and study environment, effort regulation). This study is a qualitative interview study informed by phenomenological concepts that incorporates: 1) reflective journaling, and 2) semi-structured interviews to provide a robust understanding of the lived experiences of college students as they relate to social comparisons, achievement emotions, and self-regulated learning strategies. Participants were accounting students at a large public institution. The findings reveal that the presence of social comparisons can activate positive and/or negative achievement emotions. Subsequently, these achievement emotions impacted the participants' level of perceived control and the self-regulated learning strategies they chose to implement. Overall findings state that negative emotions triggered by upward or lateral social comparisons impact self-regulated learning and motivation positively, but only when mediated by high perceived control. Furthermore, participants who have high perceived control and/or high value for the task or outcome often responded to social comparisons adaptively while participants with low perceived control responded maladaptively. The study also discusses the cyclical impact of social comparisons, probable coping mechanisms, their impact on study habits, and future implications. Keywords: social comparison, control-value theory, achievement emotions, self-regulated learning strategies, coping strategies, perceived controlItem The Relationship Between Moral Judgment and Irrational Beliefs Among University Students(University of Alabama Libraries, 2023) Sevinc, Abdullah; Han, HyeminUniversity education of many students coincide with the period of emerging adulthood. The characteristics of this term and the new experience on the university life can significantly affect the moral development of a lot of students. The moral changes that students experience during this developmental period can have long-term influences on their lives, and their moral development can be associated by some factors such as irrational beliefs. Therefore, this research aimed to test the relationship between irrational beliefs and moral judgment. For this purpose, quantitative measurement tools were used to measure the irrational beliefs and moral judgments of 154 students enrolled at the University of Alabama. Pearson's Product-Moment Correlation analysis showed that there is a weak but significant relationship between university students' irrational beliefs and moral judgments (r = -0.197, p < 0.05). Similarly, a significant relationship was found between rigidity, which is the subscale of the Irrational Beliefs Inventory, and moral judgment (r = -0.328, p < 0.01). In addition, it was observed that the gender factor did not have a statistically significant interaction effect on the relationship between moral judgment and irrational beliefs (p = 0.1536). These results showed that irrational beliefs is associated with college students' moral judgment negatively. Furthermore, a stronger adverse relationship was observed between rigidity and moral judgment. Thanks to the applications recommended in the literature, practices can be implemented in universities to help students to raise awareness about their irrational beliefs and factors linked to their moral development. While moral education programs, dilemma discussions, and courses on ethics are recommended practices on the morality field, psychoeducation programs based on rational emotional behavior therapy are suggested implementations related to irrational beliefs.Keywords: moral judgment, irrational beliefs, gender, university studentsItem The Relationship Between Problematic Internet Use and Academic Procrastination and Life Satisfaction of University Students(University of Alabama Libraries, 2022) Narci, Merve; Wang, Yurou; Han, Hyemin; University of Alabama TuscaloosaThe internet has taken its place as one of the most indispensable elements in everyday life. Its easy accessibility makes it appealing to people of all ages and socioeconomic levels. The internet is used frequently in virtually every field, especially in education and entertainment, as students’ preferred medium. Over time, frequent use can create adverse effects. Overuse of internet is problematic, as it could cause troubles in people’s work, educational, and social lives. This study examines the relationship between problematic internet use, academic procrastination, and life satisfaction with 243 U.S. university students (MAge= 22.34, Female = 56%). The Young`s Internet Addiction Test Short Form (IAT-SF) was used to assess the participants’ level of internet addiction. In addition to the IAT-SF, the participants completed the Aitken Academic Procrastination Inventory and Satisfaction with Life Scale. Pearson Product-Moment Correlation and one-way ANOVA were used to analyze the data. An independent-sample t-test was run to determine if there were differences in internet addiction test scores between demographic variables. The analyses indicated that problematic internet use is positively related to academic procrastination and negatively related to life satisfaction. A significant relationship was found between academic procrastination and gender. In addition to this, the daily time spent on the internet is positively associated with problematic internet use, academic procrastination and negatively associated with life satisfaction.Item The role of social identity in the academic experiences of African American college students(University of Alabama Libraries, 2021) Barnes, Kristoni Tierra; Guyotte, Kelly W.; Wang, Yurou; University of Alabama TuscaloosaWhen it comes to who is responsible for the academic gap, there is significant debate. Based upon the literature, both the psychological and social factors that made up and maintain a society should be held accountable. Social identity theory and self-determination theory provide conceptual frameworks to explore perceptions and experiences related to social identity and academic achievements among undergraduate college students enrolled at a historically White institution. Together these theories consider the influence social identity has on African American students’ academic experiences and motives to achieve academically. The purpose of this study is to explore perceptions and experiences related to social identity and academic achievement among undergraduate African American college students enrolled at a historically White institution. Seven volunteers who met the selection criteria participated in this study. For this particular qualitative research project, I utilized an approach called qualitative interviewing. There were a total of 6 demographic questions and 8 primary interview study questions. Findings from this study add to the paradigm shift of African American students being aware of the stereotypes affiliated with African American students and using the pressures of disproving stereotypes as motivation to achieve academically.Item Shaping the Future of Social and Emotional Learning in Physical Education: Perspectives and Practices Across Faculty, Pre-Service and Veteran Teachers(University of Alabama Libraries, 2025) Molska, Natalia Daria; Sinelnikov, Oleg A; Curtner-Smith, Matthew DThe studies examined how social-emotional learning (SEL) was delivered in Physical Teaching Teacher Education (PETE) and elementary physical education (PE), as well as investigated the impact of a training program on the incorporation of SEL by preservice teachers (PTs) in early field experiences (EFEs). The first two studies examined content, methods, and organizational structure, as well as the barriers and facilitators of SEL integration by PETE faculty and a PE teacher. The third study examined how and to what extent PTs delivered SELand which training program elements were most or least helpful. Data collection methods included qualitative approaches.Study One's findings were that PETE faculty utilized affective objectives to foster SEL, employing critical thinking, experiential learning, and Teaching Personal Social Responsibility (TPSR) and Collaborative for Academic, Social, and Emotional Learning (CASEL) frameworkas the structural foundation and Wright and Richards' (2022) conceptual framework which facilitated SEL delivery. Barriers included misaligned language and reliance on comfort zones, while facilitators were emotional intelligence and pre-existing knowledge.Study Two found that the teacher used a student-teacher approach and Zone of Regulation (ZoR) to scaffold and deliver SEL while incorporating creative content and utilizing teachable moments and explicit instruction. Facilitators included teachers' beliefs, growth mindset, and shared school culture that promoted collaboration and SEL integration. Barriers included a lack of emphasis on moral education and inadequate continuous professional development.Study Three showed that PTs experienced growth in SEL knowledge and emotional intelligence and felt they were prepared to implement SEL. While all program elements were valuable, barriers such as time constraints and a lack of prioritization hindered SEL delivery in EFEs. Regardless, PTs incorporated all SEL competencies using conceptual framework.Overall, the findings highlighted that no single SEL teaching method fits all contexts, emphasizing the need to make SEL a priority alongside affective objectives while using CASEL and ZoR. A key commonality among participants was their willingness to explore new pedagogies, demonstrating a growth mindset and strong beliefs about SEL. Future research should emphasize teachable moments and drive to moral education in SEL implementation.Item Students' acceptance of online learning in developing nations: scale development and validation(Springer, 2022) Rajeb, Mehdi; Wang, Yurou; Man, Kaiwen; Morett, Laura M.; University of Alabama TuscaloosaMost education systems were severely impacted by the COVID-19 pandemic, and as a result, learning shifted from face-to-face to online in higher education institutions. This unprecedented shift in the learning environment caused substantial challenges for students. The situation was more severe in developing nations such as Bangladesh, which lacked available resources and knowledge of online education to support their students. Recent studies suggest that students resisted online learning in various developing nations. To support online learning in developing nations, this study develops the Acceptance of Online Learning (AOL) scale comprised of both institutional and student-related factors. To validate the AOL scale, the study collected data from 441 students across 30 higher education institutions in Bangladesh to determine the factors explaining students' acceptance of online learning using AOL measurements. The results showed that institutional factors, such as technological sufficiency, instructor efficiency, and technical assistance play significant roles in students' acceptance of online learning in developing nations. These findings will help education policymakers and administrators in developing nations to assess the needs of students with respect to online learning, and the AOL scale will assist in the evaluation of students' acceptance of online learning in these nations.